Educators’ perspectives on a code of conduct for learners at selected high schools

dc.contributor.advisorVan Wyk, Berteen_ZA
dc.contributor.authorHanslo, Haley Deniseen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Policy Education Studies.en_ZA
dc.date.accessioned2020-09-29T13:44:54Z
dc.date.accessioned2021-02-01T07:54:11Z
dc.date.available2020-09-29T13:44:54Z
dc.date.available2021-02-01T07:54:11Z
dc.date.issued2020-12
dc.descriptionThesis (MEd)--Stellenbosch University, 2020.en_ZA
dc.description.abstractENGLISH SUMMARY: This philosophical study draws on Gadamer’s hermeneutics, which is predominantly concerned with the understanding and interpretation of texts. From this methodological perspective, I conducted a conceptual and documentary analysis of the Code of Conduct of a public high school in Elsies River, Cape Town. Through this analysis, I focused on the teachers’ perspectives of the school’s Code of Conduct with the aim of gaining a deeper understanding of how the discipline policy is perceived, understood, and implemented by the teachers of the school. The Code of Conduct helps with the discipline, environment, culture, and values of the school. The importance and purpose of the Code of Conduct is to promote positive discipline and constructive learning at the school. I discuss various understandings of the concept of a Code of Conduct, the history. and the translation of a Code of Conduct into high schools, specifically into my research site: a high school in Elsies River, Cape Town. This is followed by an analysis of the concept of discipline within the Code of Conduct to gain a deeper understanding of the different perspectives of discipline. The main reason for conducting this research was to construct the meaning of teachers’ perspectives of the Code of Conduct. Furthermore, should the interpretation of the Code of Conduct not be understood by all the role players in an institution, the rules, ideals, and consequences as set out in the school improvement plan may not be realised.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie filosofiese studie maak gebruik van Gadamer se hermeneutiek, wat primer te make het met die begrip en interpretasie van tekste. Uit hierdie perspektief doen ek ’n konseptuele en dokumentere analise van die gedragskode van ’n spesifieke hoerskool in Elsiesrivier, Kaapstad. Na aanleiding van die analise, fokus ek gevolglik op die onderwysers se perspektief van die gedragskode vir leerders van bogenoemde skool. Ek het die beleidsdokument vir gedragskodes bestudeer en spesifiek gekyk na die geskiedenis daarvan en hoe dit by skole geïmplementeer moet word. Ek het vier betekenisse vir gedragskodes gekonstrueer (dissipline, omgewingsfaktore, kultuur en waardes) om as ’n teoretiese raamwerk vir die analise van die hoerskool in Elsiesrivier se gedragskode te dien. Hierdie studie het bevind dat hoe onderwysers die gedragskode verstaan en implementeer ’n groot impak op die skool se dissipline en orde kan he. By implikasie word daar aangeneem of afgelei dat as daar nie samewerking of ’n eenvormige begrip oor die implementering van die dokument is nie, skoolverbetering nie sal plaasvind nie.af_ZA
dc.description.versionMasters
dc.format.extentx, 109 pages : illustrations
dc.identifier.urihttp://hdl.handle.net/10019.1/109413
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectHigh school students -- South Africa -- Conduct of lifeen_ZA
dc.subjectSchool discipline -- South Africaen_ZA
dc.subjectHigh school teachers -- South Africa -- Attitudesen_ZA
dc.subjectUCTD
dc.titleEducators’ perspectives on a code of conduct for learners at selected high schoolsen_ZA
dc.typeThesisen_ZA
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